ERIC Number: ED190289
Record Type: Non-Journal
Publication Date: 1976-Sep-30
Reference Count: N/A
So You Want to Know About How Indians View Education. Booklet No. 2.
Kirkness, Verna J.
The emerging philosophy of Indian control of Indian education is the focus of this booklet. It embraces the belief that education should be controlled by the community and is most effective if it involves the community in the education process. Further, education should utilize the concept of cultural relevance to obtain its academic ends and must encompass traditional patterns of learning which emphasize independence, self-reliance, observation, discovery, practicality, and a respect for nature. Goals of this movement are stated as having more Indian people working in all aspects of the educational system and employing only staff that is sensitive to the new philosophy. Another goal is stated as providing a curriculum and materials that will develop and nurture a positive self-image of the learner as an individual and as a member of the Indian race. A curriculum to implement these goals is then outlined with objectives and planned results in the areas of language, social studies, communication skills, native studies, materials, adult studies and pre-kindergarten studies. It is concluded that as a result of this curriculum design, schools could be viewed as meaningful and community-centered institutions providing offerings to people of all ages and as belonging to the community, not just to the teachers. (AN)
Descriptors: American Indian Culture, American Indian Education, American Indian Studies, American Indians, Canada Natives, Change Strategies, Community Control, Community Involvement, Cultural Awareness, Cultural Influences, Curriculum Development, Educational Attitudes, Educational Change, Educational Philosophy, Elementary Secondary Education, Language Experience Approach, Objectives, School Community Relationship, Self Concept, Self Determination, Student Development
Publication Type: Guides - Non-Classroom; Opinion Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers - Location: Canada